INTRODUCING CBTA

INTO AIRLINE OPERATIONS

Yann RENIER
Head of Training & Licensing
SFO, Flight Operations
2007-2013 ITQI Total System Approach
 From the selection criteria to training process:
 Selection Criteria (Pilot Aptitude Testing)
 Multi-Crew Pilot License (MPL)
 Evidence-Based Training (EBT)
 Instructor Qualification (IQ)
 Flight Simulation Training Devices (FSTD)
 Engineering & Maintenance (competency-based training
and qualification requirements)
2
PTTF 2014-2017
 UPRT Guidance material
 Flight Crew Monitoring Guidance material
 Instructor Evaluator Competency-Based Guidance
Material
 TEM/CRM/Competencies model

http://www.iata.org/whatwedo/ops-infra/training-licensing/Pages/index.aspx

3
Instructor and Evaluator Competencies (IEC)

 Pilot competencies (IEC 1)

 Management of the training environment (IEC 2)
 Instruction (IEC 3)
 Interaction with the trainee (IEC 4)
 Assessment and Evaluation(IEC 5)

https://www.iata.org/whatwedo/ops-infra/training-
licensing/Documents/Guidance_Material_for_Instructor_and_Evaluator_Training.pdf

4
Instructor and Evaluator Competencies (IEC 4)

5
6
Goal
 The goal of competency-based training and
assessment is to provide a competent workforce
for the provision of a safe and efficient air
transportation system.
 In order to focus training and assessment on how an
aviation professional is expected to competently
perform on the job, a description of this performance
in the particular operational and environmental
context is needed.
9
 Definitions
 Competency. A dimension of human performance that
is used to reliably predict successful performance on the
job. A competency is manifested and observed through
behaviors that mobilize the relevant knowledge, skills
and attitudes to carry out activities or tasks under
specified conditions.
 *Competency-based training and assessment.
Training and assessment that are characterized by a
performance orientation, emphasis on standards of
performance and their measurement, and the
development of training to the specified performance
standards.
10
Competencies
 Application of PRO  Situation Awareness
 FPM Manual  Communication
 FPM Auto  Leadership and
teamwork
 Workload management
 PB solving and decision
making

=>Application of Knowledge
11
Why CBTA is important
 Enhance safety
 Focus on training versus checking
 Tailored to individual needs
 Applicable to all aviation disciplines
 Applicable to instructors-evaluators
 Training efficiency and effectiveness
 Part of the aviation skill shortage mitigation measure

12
CBTA needs consistency

ATO AOC

13
EBT implementation steps
 Definition of an implementation and
operations plan.
 Implementation strategy, consideration of
options
 Instructor training and
standardization
 Review of training effectiveness upon
receipt of sufficient training system data.
 Development of a competency framework,
standards and a grading system.
 Malfunction clustering.
 Approach type clustering.
14
 Selection and adaptation of the scenarios
 Programme design.
 Adaptation of training programme according
to the training system feedback.
 Instructor training and standardization
 Instructor competency assessment
 Information to pilots.
 Implementation
 Review of training effectiveness upon
receipt of sufficient training system data.
 Measurement of training system
performance.
What the trainer must know first

15
Competency Framework and Grading Scheme

16
S.A example:

17
Facilitation technique
 Adults, professionals
 Increase retention (e.g FCOM research)
 How to enhance Human Competencies? (e.g:
decision)
 Only way to find the root cause (e.g the data
collection)
 The instructor tool box

18
Recognize good performance
 Good performance vs resilience
 Share best practices
 From company perspective: Instructor selection,
data collection (fleet inter rater reliability, instructor
Standardization/calibration)

19
Thank you from reniery@iata.org

20